Academic writing i

1. Academic writing i April 5th2012

2. Today • A closer look at coherence. • - using transitions.

3. Coherence • But first… • a word about unity.

4. Unity • Remember: • One paragraph = ONE main idea. • - Topic sentence. All ideas directly support the topic sentence. • For an essay. All supporting paragraphs should directly support the thesis statement.

5. Unity • Example: I live in a flat with my family. We have two bedrooms and a living room. We have a garden and we have some flowers there. In weekdays I arrive home at five o'clock and I have lunch. Then I do my homework and go to bed. I had a computer but now it doesn't work. I have a brother and a sister and I think I am very lucky to live with them. Sometimes our relatives visit us. Our flat becomes very crowded sometimes but I like it.

6. Unity • What details don’t fit here (are not describing the house)? I live in a flat with my family. We have two bedrooms and a living room. We have a garden and we have some flowers there. In weekdays I arrive home at five o'clock and I have lunch. Then I do my homework and go to bed. I had a computer but now it doesn't work. I have a brother and a sister and I think I am very lucky to live with them. Sometimes our relatives visit us. Our flat becomes very crowded sometimes but I like it.

7. Unity • Remember: STAY ON TOPIC.

8. Coherence • In writing, the sentences must “hold together”. • - This makes the writing easier to read and understand. • - Sentences should be in a logical order. • - Logical movement from one sentence to the other. Do not “jump” suddenly. • - Each sentence should smoothly flow into the next one.

9. Coherence – example (logical order) I live in a house in Pohang. It is not old or modern. Itis a normal Turkish house. We can say it is near the sea. It takes about 10 minutes to go to the sea side on foot. We have one bedroom, one living room. We also have two other rooms, too. We use them as a dining room. Naturally, we have a kitchen, a bathroom, and a toilet. I live with my parents. And our house has a little garden; my parents spend their time there to grow vegetables and fruit.

10. Coherence - example • Order of ideas: • 1. Where the house is. - Pohang • 2. Type of house. - Turkish • 3. Location. – Near the sea • 4. Rooms in the house. • 5. The fact the writer lives with parents. • 6. The garden. • What’s wrong here?!

11. Coherence - example • The fact that the author lives with ‘his’ parents does not fit in well. It ‘interrupts’ the description of the house. • It needs to go somewhere else.

12. Coherence - example I live in a house in Izmit. It is not old or modern; it is a normal Turkish house. It is near the sea; it takes about ten minutes to go to the seaside. In the house, there are two bedrooms, one living room and two other rooms that we use as dining rooms. Naturally, we have a kitchen, a bathroom, a toilet, and a little garden. My parents spend their time growing vegetables and fruit there.

13. Coherence • In writing, the sentences must “hold together”. • - This makes the writing easier to read and understand. • - Sentences should be in a logical order. • - Logical movement from one sentence to the other. Do not “jump” suddenly. • - Each sentence should smoothly flow into the next one.

14. Coherence – “moving smoothly” There are three qualities that I need to see in a good friend. A good friend should not tell lies. I need to trust him so that I can talk to him. A good friend should be there when I need him. I should be able to find him near me when I am in a bad mood or when I have a problem. When necessary, he should criticize me so that I can change my undesirable behavior or see where I am wrong. These three qualities are the basic properties in a good friend

15. Coherence – “moving smoothly” • There are three ideas here (but the writing is confusing). • A friend must: • 1. not tell a lie. • 2. be there on a bad day. • 3. criticize when necessary. • The ideas are even supported.

16. Coherence – “moving smoothly” There are three qualities that I need to see in a good friend. A good friend should not tell lies. I need to trust him so that I can talk to him. A good friend should be there when I need him. I should be able to find him near me when I am in a bad mood or when I have a problem. When necessary, he should criticize me so that I can change my undesirable behavior or see where I am wrong. These three qualities are the basic properties in a good friend

17. Coherence – “moving smoothly” • There are three ideas here (but the writing is confusing). • A friend must: • 1. not tell a lie. • 2. be there on a bad day. • 3. criticize when necessary. • WHAT’S MISSING??

18. Coherence – “moving smoothly” • What’s missing? • The paragraph “jumps” from idea to idea without any sort of connection.

19. Coherence – “moving smoothly” There are three qualities that I need to see in a good friend. First, a good friend shouldn't tell lies. I need to trust him so that I can talk to him. Second, a good friend should be there when I needed him. I should be able to find him near me when I am in a bad mood or when I have a problem. Finally, when necessary, he should criticize me so that I can change my undesirable behavior or see where I am wrong. I think, these three qualities are the basic properties in a good friend.

20. Coherence – “moving smoothly” There are three qualities that I need to see in a good friend. First, a good friend shouldn't tell lies. I need to trust him so that I can talk to him. Second, a good friend should be there when I needed him. I should be able to find him near me when I am in a bad mood or when I have a problem. Finally, when necessary, he should criticize me so that I can change my undesirable behavior or see where I am wrong. In summary, these three qualities are the basic properties in a good friend.

21. Transition signals • Words like: • first, finally, however, additional, another, and, but, although, when. • Phrases like: • in conclusion, on the other hand, as a result, because of, as a result, in addition.

22. Transition signals • Traffic signs. • Tell your reader when you are giving a similar idea: • - (similarly… in addition… and…)

23. Transition signals • Traffic signs. • Tell your reader when you are giving an opposite idea: • - (on the other hand… in contrast… but…)

24. Transition signals • Traffic signs. • Tell your reader when you are giving an example: • - (for example… for instance…)

25. Transition signals • Traffic signs. • Tell your reader when you are giving a result: • - (therefore… as a result…)

26. One difference among the world’s seas and oceans is that the salinity varies in different climate zones. For example, the Baltic Sea in northern Europe is only one-fourth as saline as the Red Sea in the Middle East. There are two reasons for this. First of all, in warm climate zones, water evaporates rapidly; therefore, the concentration of salt is greater. Second, the surrounding land is dry; consequently, it does not contribute much freshwater to dilute the salty seawater. In cold climate zones, on the other hand, water evaporates slowly. Furthermore, the runoff created by melting snow adds a considerable amount of freshwater to dilute the salty seawater.

27. One difference among the world’s seas and oceans is that the salinity varies in different climate zones. For example, the Baltic Sea in northern Europe is only one-fourth as saline as the Red Sea in the Middle East. There are two reasons for this. First of all, in warm climate zones, water evaporates rapidly; therefore, the concentration of salt is greater. Second, the surrounding land is dry; consequently, it does not contribute much freshwater to dilute the salty seawater. In cold climate zones, on the other hand, water evaporates slowly. Furthermore, the runoff created by melting snow adds a considerable amount of freshwater to dilute the salty seawater.

28. “For example” tells us that an example of the idea is coming.

29. One difference among the world’s seas and oceans is that the salinity varies in different climate zones. For example, the Baltic Sea in northern Europe is only one-fourth as saline as the Red Sea in the Middle East. There are two reasons for this. First of all, in warm climate zones, water evaporates rapidly; therefore, the concentration of salt is greater. Second, the surrounding land is dry; consequently, it does not contribute much freshwater to dilute the salty seawater. In cold climate zones, on the other hand, water evaporates slowly. Furthermore, the runoff created by melting snow adds a considerable amount of freshwater to dilute the salty seawater.

30. “Two” tells us to look for two different reasons.

31. One difference among the world’s seas and oceans is that the salinity varies in different climate zones. For example, the Baltic Sea in northern Europe is only one-fourth as saline as the Red Sea in the Middle East. There are two reasons for this. First of all, in warm climate zones, water evaporates rapidly; therefore, the concentration of salt is greater. Second, the surrounding land is dry; consequently, it does not contribute much freshwater to dilute the salty seawater. In cold climate zones, on the other hand, water evaporates slowly. Furthermore, the runoff created by melting snow adds a considerable amount of freshwater to dilute the salty seawater.

32. “First of all” tells us that this is the first reason.

33. One difference among the world’s seas and oceans is that the salinity varies in different climate zones. For example, the Baltic Sea in northern Europe is only one-fourth as saline as the Red Sea in the Middle East. There are two reasons for this. First of all, in warm climate zones, water evaporates rapidly; therefore, the concentration of salt is greater. Second, the surrounding land is dry; consequently, it does not contribute much freshwater to dilute the salty seawater. In cold climate zones, on the other hand, water evaporates slowly. Furthermore, the runoff created by melting snow adds a considerable amount of freshwater to dilute the salty seawater.

34. “Second” and “furthermore” indicate additional ideas are coming.

35. One difference among the world’s seas and oceans is that the salinity varies in different climate zones. For example, the Baltic Sea in northern Europe is only one-fourth as saline as the Red Sea in the Middle East. There are two reasons for this. First of all, in warm climate zones, water evaporates rapidly; therefore, the concentration of salt is greater. Second, the surrounding land is dry; consequently, it does not contribute much freshwater to dilute the salty seawater. In cold climate zones, on the other hand, water evaporates slowly. Furthermore, the runoff created by melting snow adds a considerable amount of freshwater to dilute the salty seawater.

36. “Therefore” and “consequently” indicate that the second statement is the result of the first statement. • “

37. One difference among the world’s seas and oceans is that the salinity varies in different climate zones. For example, the Baltic Sea in northern Europe is only one-fourth as saline as the Red Sea in the Middle East. There are two reasons for this. First of all, in warm climate zones, water evaporates rapidly; therefore, the concentration of salt is greater. Second, the surrounding land is dry; consequently, it does not contribute much freshwater to dilute the salty seawater. In cold climate zones, on the other hand, water evaporates slowly. Furthermore, the runoff created by melting snow adds a considerable amount of freshwater to dilute the salty seawater.

38. “On the other hand” tell us that an opposite idea is coming.

39. “For example” tells us that an example of the idea is coming. • “Two” tells us to look for two different reasons. • “First of all” tells us that this is the first reason. • “Second” and “furthermore” indicate additional ideas are coming. • “Therefore” and “consequently” indicate that the second statement is the result of the first statement. • “On the other hand” tell us that an opposite idea is coming.

41. Transitions BETWEEN paragraphs • Within a paragraph, transitions provide coherence: a sense that the paragraph contains one main argument or idea. • Between paragraphs, paragraph transition help with the flow of writing from beginning to end, as well as the sense of the coherence of the whole essay.

42. Transitions BETWEEN paragraphs • Put transitions at the BEGINNING of a new paragraph. • - Shows the reader how your new topic connects to what came before it.

43. Transitions BETWEEN paragraphs • Do not put the transition at the end of the previous paragraph. • - This sounds like you're bringing up a new point and then dropping it, which can confuse your reader. • - Paragraphs should almost always end with the main point of that paragraph, not some new point.